Communicative language teaching

1. Communicative language teaching

COMMUNICATIVE LANGUAGE
TEACHING
Prepared by: Kalkabayeva
Aidana; Muradova Fatima;
Sulayeva Safiya;
Group: TFL 2E

2. Background

BACKGROUND
The Communicative Approach emerged in the early 1970s as a
result of the work of the Council of Europe experts.
A group of experts saw the need to focus in communicative
proficiency rather than mastery of structures

3. GOALS

To become
communicatively
competent
To use the language
appropriate for a given
social context.
To manage the process of
relating meaning with
interlocutors..

4. Objectives

OBJECTIVES
• The main objective of CLT is to increase the communication ability
of the learners in order to enable them to cope with their
communicative needs in the target situation.
• Language techniques are designed to engage learners in the
pragmatic, authentic functional use of language for meaningful
purposes.
• Fluency and accuracy are seen as complementary principles
underlying communicative techniques
• Students should share information which others don’t know.

5. Theory of Learning

THEORY OF LEARNING
The goal of language teaching is to develop what Hymes (1972) referred
to as "communicative competence.“
According to the the communicative approach, in order for learning to take
place, emphasis must be put on the importance of these variables:
• Communication: activities that involve real communication promote
learning.
• Tasks: activities in which language is used to carry out meaningful tasks
supports the learning process.
• Meaning: language that is meaningful and authentic to the learner boosts
learning

6. Theory of Language

THEORY OF LANGUAGE
Theory of language : language is for communication
and linguistic competence and the knowledge of forms
and their meanings are part of the communicative
competence. Another aspect of this knowledge is to
learn the use of the language

7. principles

PRINCIPLES
1. Whenever possible authentic language should be
introduced
2. The target language is a vehicle for classroom
communication
3. Student’s should work with language at the discourse or
supra-sentential level
4. Students should be given an opportunity to express their
ides and opinions.

8. Principles

PRINCIPLES
5.Communicative interaction encourages cooperative relationships
6.The social context of the communicative event is essential in giving
meaning to the utterances.
7.The teacher acts as an advisor during communicative activities.
8. Teacher helps learners in any way that motivates them to work with the
language.

9. Evaluation

EVALUATION
A teacher evaluates not only the students’
accuracy, but also their fluency. He can informally
evaluate his students’ performance in his role as
an adviser or co-communicator.

10. Materials

MATERIALS
Language materials authentic to native
speakers of the target language. (news
paper, radio and television broadcast,
menus, weather forecast, timetables).
For beginner students it is
possible to use realia with out
a lot of language.

11. Techniques

TECHNIQUES
Communicative language
teaching uses almost any
activity that engages learners in
authentic communication.
functional communication
activities in which
communication is involved, and
social interaction activities, such
as conversation and discussion
sessions, dialogues and role
plays.

12. Teacher’s role

TEACHER’S ROLE
• The teacher facilitates communication in the classroom.(Facilitator)
• During the activities he acts as an adviser, answering students’
questions and monitoring their performance.
• Independent Participant.
• Need analyst.
• Counselor.
• Group process manager.

13. Student’s role

STUDENT’S ROLE
• Negotiator.
• Since the teacher’s role is less
dominant than in a teacher-centered
method, students are seen as more
responsible managers of their own
learning.

14. Teacher- students interaction

TEACHER- STUDENTS INTERACTION

15. Use of the mother tongue

USE OF THE MOTHER TONGUE
Can be used.
However, whenever possible the target language
should be used.

16. Error correction in CLT

ERROR CORRECTION IN CLT
CLT leads an effective transfer in error correction in the methods of language
teaching. It is believed that all mistakes need not to be corrected because these
are seen as natural outcomes of the development of communication skill. Second
language learning is similar to first language acquisition. "Learning to swim, to
play tennis, to type, or to read all involve a process in which success comes by
profiting from mistakes, by using mistakes to obtain feedback from the
environment and with that feedback to make new attempts that successively
approximate desired goal"(Brown: 2000).

17. ADVANTAGES

• Communicative approach is much more pupil-orientated, because
it is based on pupils’ needs and interests.
• Communicative approach seeks to personalise and localise
language and adapt it to interests of pupils. Meaningful language
is always more easily retained by learners.
• Seeks to use authentic resources. And that is more interesting and
motivating for children.
• Children acquire grammar rules as a necessity to speak so is more
proficient and efficient.

18. Disadvantages

DISADVANTAGES
• It pays insufficient attention to the context in which teaching and
learning take place
• The Communicative Approach often seems to be interpreted as:
“if the teacher understands the student we have good
communication” but native speakers of the target language can
have great difficulty understanding students.
• Another disadvantage is that the CLT approach focuses on
fluency but not accuracy. The approach does not focus on error
reduction but instead creates a situation where learners are left
using their own devices to solve their communication problems.
Thus they may produce incoherent, grammatically incorrect
sentences.

19.

20. References

REFERENCES
• Techniques and Principles in Language Teaching - Diane Larsen
Freeman(2nd edition)
• Approaches and Methods in Foreign Language Classroom: From Theories
to skills – Azamat Akbarov